Comparison between Standardised and Teacher-Made Tests

This article will help you to make comparison between standardised test and teacher-made tests.

Comparison # Teacher-Made Test:

(1) Learning Outcomes and Content Measured:

They are used to evaluate the outcomes and content of what has been taught in the classroom.

(2) Purpose:

The tests are required to suggest placement of the child in relation to the class.

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Mainly used to know the students’ progress and to improve the teaching learning programme of a particular school.

(3) Construction:

They are prepared by the classroom teacher. These tests are constructed hurriedly. Experts not involved in its construction.

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(4) Test Items:

Quality of test items unknown and is generally lower than items of standardised tests. The questions may or may not be objective type. They may be generally of short answer type or essay Type.

(5) Method of Administration:

The teacher is the master of the situation. He is free to administer the test according to his own lines of thinking.

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(6) Method of Scoring:

Teacher prepares his own scoring key. Usually such scoring can only be done by a person equally competent as the teacher.

(7) Interpretation of Scores:

Scores can be compared and interpreted only in the context of the local school situation.

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The teacher-made tests do not have norms.

(8) Norms:

The teacher-made tests are not tested for objectivity, reliability and validity. Teachers, satisfaction covers all these characteristics of a good test.

Comparison # Standardised Test:

(1) Learning Outcomes and Content Measured:

They are used to evaluate outcomes and content that have been determined irrespective of what has been taught.

(2) Purpose:

The tests are required to suggest placement of the child in relation to the sample in which the test has been standardised.

Used mainly in research work, guidance, counselling, selection and for administration purposes.

(3) Construction:

Use sophisticated procedures and time consuming for its construction. It is a collaborative venture. It has to involve experts along with practising teacher in its own construction.

(4) Test Items:

Generally quality of items is high. They are pre-tested and selected on the basis of difficulty and discrimination power. The questions are bound to be of objective type.

The test has to be administered under the conditions prevailing at the time of administration of the test for standardisation. An user of the test administers the test as per test direction.

(5) Method of Administration:

The scoring key is prepared previously. The user of the test has to apply the said scoring key. Such scoring does not require expert knowledge.

(6) Method of Scoring:

Scores can be compared to norm groups, Test manuals and other guides for interpretation and use.

(7) Interpretation of Scores:

Scores can be compared to norm groups, Test manuals and other guides for interpretation and use.

(8) Norms:

Standardised tests have norms meant for a population on which they have been standardised. The norms like T-score, Z-score, Percentile Scores, Mean, Mdn, Mode, SD etc. help in valuing a raw score quickly and comparing the scores of two or more individuals, schools etc.